CHAPTER IV RESEARCH FINDING AND DISCUSSION
C. Discussion
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It was similar to the data findings of Ward et al., (2020) the study that showed the students in the study seemed to expect a unified service that matched their actual practice of conducting research and writing activities as related and integrated practices framed in the context of individual assignments. Scientific writing learning materials help students understand the relationship between writing and research in scientific writing. Kim (2021) the improvement of writing helped students to accurately express their knowledge in writing and as the writing become definite and precise, students understanding expanded further.
2. Perception of learning strategy in scientific writing class
The second category is teaching strategy in scientific writing class which consits of two themes, namely feedback and technique. Based on the findings data in Chapter 4, that can be see in (Table of 4.5), 105 respondents showed very positive of perception of learning strategy in scientific writing class which are interpretation category very positive for theme feedback is 91% and technique 85%, which many students agree and very positive interpretation on strategy in scientific writing class such as, the lecturer give feedback on the assignment that has been done and the lecturer give useful techniques that can be applied by students in writing scientific papers. The strategy in scientific writing class are very much related to what the students of English Education Study Program about teaching strategy in scientific writing class. The strategy in scientific writing class are very much related
to what the students of English Education Study Program about the material they learned in the scientific writing class.
It was similar to the data findings of Geithner et al. (2015) feer-feedback and other writing assignments, and literature is an effective learning strategy. So, students feel helped by the feedback from assignments, making it easier for them to understand the material in scientific writing class. The data findings of Zhu, M et al. (2020) the result showed that all the students could potentially benefit from immediate feedback for more complex items, the majority of made revisions as suggested by the feedback. Students also rated the automated feedback favorably. The findings by Schillings, M et al. (2018) the result showed that peer review and written feedback by lecturers were frequently used as feed-back information. Most studies reported on interventions that asked students to revise text; this was considered to provide feed-forward information.
Students generally perceived the interventions as positive. Most of the interventions dealing with other outcome measurements resulted in better outcomes as evidenced by marks or writing products. The advantages feedback can catch and correct conceptual or procedural errors before students fully assimilated misconceptions or internalized procedural mistakes. So, feedback provided can provide information, explanation of knowledge or suggestions to improve the quality of students' writing skills.
3. Perception of writing task in scientific writing class
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The third category is writings task in scientific writing class which consits of two themes, namely reserach plan and review, (Table 4.6) with the result interval for very positive interpretation of perception of writing task in scientific writing class for theme of research plan is 81% and review is 87%, which many students agree and have very positive interpretation on writing task in scientific writing class such as, students learn more about writing task in scientific writing class and know how to develop a research plan when do writing task.
It was similar to data findings of Van de Poel et. (2012) evaluative feedback more effectively to written assigments and papers is given, students are able to critically discuss and most are able to formulate suggestions for self-improvement. Jorissen’s (2011) study on the effect of the in-class writing assignments on experience of self efficacy provides some additional insight into the effect of the hands-on assignments on the students’ acculturation. At the same time, the students reported that the writing assignments were interesting and useful. The perceived interest in the assignments remained fairly high throughout the first term. Overall, students thought they did well on the assignments and felt well-prepared for writing exams and papers, and attributed this to the theoretical foundations of the writing course (and its accompanying textbook). The high face validity of the writing tasks appears to have helped students feel acculturated after just one term. This finding supports between the role peers/teachers can play in the process of self-regulated learning, as
described earlier by Zhang et al. (2017), found that peer comments alone appeared to make the largest contribution to the revision of writing products.
Students indicate they have confidance in in the competence of the peer reviewers.
From the data findings in category perception of learning materials in scientific writing class, perception of learning strategies in scientific writing class, and perception of writing task in scientific writing class have interpreation “Very Positive”. It can be concluded that based on the result category above, most of the students in the scientific writing class have studied all the materials, strategies, and students are able to understand the writing tasks that have been given by the lecturer in improving scientific writing skills such as writing essays, abstracts, and thesis proposals. This also means that the scientific writing is a learning material that affects the progress student of learning gains in writing scientific papers. Based on the conclusion, it was discovered that this study had answered the objective stated earlier.
59 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter contained conclusion and suggestion on the basis of the research finding ad discussion. Conclusion was summary the data finding and the suggestions was addressed to other writer and those who are interested to continue
this research.
A. Conclusion
The research was investigated students perception of scientific writing class. It was conducted to the students in semester 6th and 8th at English Education Study Program of IAIN Palangka Raya.
As describe in the previous data findings and discussion, it could be seen concluded that students perceptions of scientific writing class on their learning gains have the interval data analysis, for category students perception on learning materials in scientific writing class with theme of integrate sources have percentage interval of 90%, research and writing have percentage interval 89%, and structure have percentage interval 86% was obtained with “Very Positive” interpretation.
For category students perception on learning strategy in scientific writing class with theme of feedback have percentage interval 91% and technique have percentage interval 85% was obtained with “Very Positive” interpretation. For category students perception on writing task in scientific
writing class with theme research plan have percentage interval 81% and review have percentage interval 87% was obtained with “Very Positive”
interpretation.
Thus, it can be concluded that based on the result above, most of the students in the scientific writing class have studied all the materials, strategies, and students are able to understand the writing tasks that have been given by the lecturer in improving scientific writing skills such as writing essays, abstracts, and thesis proposals. This also means that the scientific writing is a learning material that affects the progress student of learning gains in writing scientific papers.
B. Suggestion
In this section, the researcher gives some suggestion related to the result of the research. Hopefully, this research will be useful and gives a great contribution for the readers. There are some valuables which are addressed to the students, lecturers, and other researcher.
1. For students
The students can be encouraged to learn good academic writing in writing scientific papers in scientific writing class.
2. For English lecturers
The lecturers can use scientific writing material as English learning material in writing scientific papers to help students improve their understanding and ability to write scientific papers well.
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3. For another researcher
This design of this thesis was used survey reserach, it recommended for the other researcher to do the research used the other design to increase better research for who interest researching scientific writing.
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